This study describes the socio-cognitive dynamics of collaborative online knowledge-building discourse among Dutch Master of Education students from the perspective of openness. A socio-cognitive openness framework consisting of four social and four cognitive components was used to analyze contributions to online collective knowledge building processes in two Knowledge Forum® databases. Analysis revealed that the contributions express a moderate level of openness, with higher social than cognitive openness. Three cognitive indicators of openness were positively associated with follow-up, while the social indicators of openness appeared to have no bearings on follow-up. Findings also suggested that teachers’ contributions were more social in nature and had less follow-up compared to students’ contributions. From the perspective of openness, the discourse acts of building knowledge and expressing uncertainty appear to be key in keeping knowledge building discourse going, in particular through linking new knowledge claims to previous claims and simultaneously inviting others to refine the contributed claim.

中文翻译：

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在线知识建设话语中的社会认知开放性：开放性是否能使对话持续进行？

这项研究从开放性的角度描述了荷兰教育学硕士学生之间的在线合作知识建设话语的社会认知动态。一个由四个社会组成部分和四个认知组成部分组成的社会认知开放性框架，用于分析对两个KnowledgeForum®数据库中的在线集体知识构建过程的贡献。分析表明，这些贡献表现出中等程度的开放性，具有比认知开放性更高的社会性。公开性的三个认知指标与随访呈正相关，而开放性的社会指标似乎与随访无关。研究结果还表明，与学生的捐款相比，教师的捐款在本质上更具社会性，且后续活动较少。从开放的角度来看，